Page 20 - BUKU SYNOPSIS

as a part of writing instruction should promote student learning of EFL writing. The

established model assisted lecturerss in assessing university students' EFL writing

skills, particularly the students in the English study program, and to seek

information on current students' learning progress for teaching-learning

adjustments.

The multipurpose assessment model aims to generate intended text-based

feedback for students and lecturers as a basis for continuous learning improvement

through a package of instruments. It was developed as a visual representation of

EFL writing assessment instruments. It also encourages student-centered learning

and critical thinking skills, which are not yet completely stressed in writing

instruction (Fadlillah et al., 2019).

However, as the assessment is embedded in the teaching-learning process, it

was integrated into the learning process that was arranged systematically to obtain

evidence or information about EFL students' writing skills. In this study, the

multipurpose assessment model was implemented through the learning cycles of

GBA-TBI and flipped classroom approach for several considerations, as discussed

previously in the background of the study.

The principles of the model are developed based on concepts, principles,

strategies, and components of A3 and formative assessment, which include sharing

learning goals and success criteria, using effective questioning techniques in

assisting students to learn, employing SA and PA, and providing constructive

feedback. However, what should be paid attention to is that assessment instruments

used for formative purposes should cover the hint of summative assessment. As

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